Class Planning

August 2012

Curricular Foundations
- Language: activity through which we exchange ideas, access information, build knowledge, organize thoughts, etc. - Social practices of the language: what you do with the language. - Specific competencies: skills, attitudes and knowledge that enable you to use the English language.

 Learning environments:

- Contribute to create social learning conditions.

Familiar and community: situations that are close to

them, known and familiar. It fosters high self steem and self-confidence
Academic and educational: emphasize strategies required to learn and study situations where students use formal and academic language. These social practices include knowing about different areas of knowledge.

 Literary and ludic: focuses on the approximation to literature to activate students experiences and knowledge so that they can share and contrast their interpretations and opinions.

They are able to see language as a cultural product. (different beliefs and expressions).
It intends to foster a freer and more creative attitude.

The Planning Process

1. 2. Select the block. Social learning environment, social practice and specific competency. 3. Product. 4. Achievements. 5. Pertinent contents. 6. Number of weeks. 7. Characteristics and needs of the group. 8. Where are my students? Where do I want them to get? 9. Classify contents into stages: opening/initial, development, closing. 10. Design activities. 11. Assessment instruments.

Scope Example

Planning Questions
A. Why is it important to understand the social environment and the specific competency? Social environment: contributes to create social learning conditions in the classroom and to set the correct context. Specific competency: It defines the contents of the subject related to knowledge, abilites and attitudes that students must develop to use the English language.

B. Why does the NEPBE work with a language product as the basis for activities? The product ensures the articulation of the activities in the correct didactic sequence along the month. The product is always related to the learning environment and it helps you to integrate the different types of contents (knowing, doing, being).

C. How do you integrate the 3 types of content when planning activities?

The knowing and the doing are always related and the being is always there in a transversal way. For example: Social Practice, Follow and give instructions Doing: Match names of areas or specific place at home (bedroom, dining room, etc.) to their image. Knowing: Text and image correspondence. - Repertoire of words necessary for this social practice of the language Being: Willingness and interest in understanding instructions in the English language.

D. Why is it necessary to understand the social practice as a part of planning?

The social practice is what students do with the English language in the classroom and outside in real life. Examples: read instructions, participate in games, formulate questions, give and receive information about themselves, etc. We need to comprehend the social practice to understand why it is useful and meaningful to develop the corresponding specific competency.

Why is it important to divide the product up into stages in your planning?

The product stages will give us many clues about the corresponding contents (knowing, being, doing) that we must integrate and use in each stage along the month. It will also help us to think on the activities and the didactic strategies we will use in the lessons. By dividing the product we have a clear idea of the path we are following.

TASK: Plan a 50 min class.

Decide on a logical sequence of activities which integrate the three types of content (knowing, doing, being).

Decide on the materials which would be needed. Decide how assessment would be carried out.

Development of the class.

(Planning Format)
Social Practice Specific Competency Social Learning Environment Stage of Product Class Sequence of Activities (TIME) Achievements Materials Assessment

Assess the planned class

While the teachers are planning, the facilitator will pick which teams present (model) their class; and which teams will assess. (If number of teams and time allows, its better for all teams to model their class). Give and receive feedback based on the criteria.

Aspects to consider while making your lesson plan

Social Practice

Specific Competence
T I M E T I M E

Product

Environment

Environment

Achievement Stage D-K-B Stage D-K-B

Achievement Stage D-K-B

Assessment Achievements

Lets take a break!

Take no more than 15 minutes

Thank you!

BRAIN GYM!

Exercise your brains

What do you put in a toaster?
Answer: bread. If you said toast, relax, try not to hurt yourself! Say silk ten times. Now spell silk

What do cows drink?

If you said milk, you are too stressed out! If you said water, youre ok ! If a red house is made from red bricks and a blue house is made from blue bricks and a pink house is made from pink bricks and a black house is made from black bricks,

What is a greenhouse made from?

If you said, green bricks, you certainly need a beer. If you said, glass, you are great! Without using a calculator You are driving a bus from London to Milford Haven in Wales. In London, 17 people get on the bus. In Reading, six people get off the bus and nine people get on. In Swindon, two people get off and four get on. In Cardiff, 11 people get off and 16 people get on. In Swansea, three people get off and five people get on. In Carmathen, six people get off and three get on. You then arrive at Milford Haven.

What was the name of the bus driver?

Assess the planned class using this criteria.

It takes the Social Practice and the Specific Competence into consideration and they are evident in the activities. It is congruent with learning environment. The stage of product development is clear (initial, development, closing) It helps to get to the product. It considers the achievements. It has a clear, relevant purpose It has the didactic strategies well identified. The activities have a sequence. Theres congruence between activities and didactic strategies. The activities are pertinent to Ss characteristics. It shows realistic timing. The three types of content are integrated. Communicative situations Is their communication going on? The materials are appropriate. It includes assessment methods (how and when).

Workshop Evaluation
Complete the evaluation format given to you.

And remember:

A teacher is a compass that activates the magnets of curiosity, knowledge, and wisdom in the pupils. ~Ever Garrison